Which co-teaching method could general and special education teachers employ with the whole class to introduce and model how metacognition works while reading?

The selected co-teaching method of team teaching is effective in introducing and modeling metacognition because it allows both the general and special education teachers to engage with the whole class simultaneously. In this approach, one teacher can model reading behavior aloud while the other supports the lesson, providing a live demonstration of how to think about one’s own reading processes. By demonstrating strategies like self-questioning, summarizing, and predicting, the modeling becomes a dynamic part of the instruction where students can observe and then practice those metacognitive strategies themselves.

This method fosters an interactive classroom environment where both educators can respond to student reactions and questions in real-time, reinforcing metacognitive skills. Students benefit from witnessing the thought processes in action, which is vital for developing their own metacognitive awareness during reading activities. Other methods, while potentially useful in different contexts, may not offer the same level of direct modeling to the entire class in the way team teaching does.